When I was diagnosed with a chronic medical condition in 2011, I had no idea of the extent to which it would transform my perspective on the way I see and think about myself, my health, and the needs of others. Living with a chronic disease is not just a physical journey. It’s emotional, mental, and spiritual! It has shown me how to fight for myself, listen to my body, and make decisions that are best for me every single day. One of the best gifts I believe the condition bestowed upon me is empathy, the type of empathy that can only come from walking a difficult road yourself. Today, as a teacher, that same compassion informs the way I give to my students, especially those who have the experience of living with chronic autoimmune disease, such as diabetes. I know the fatigue, the finger pricks, the food monitoring, and the emotional burden of wondering, “Will I be all right today?” I also know how lonely it can seem when nobody around you actually gets it. That’s why I’ve made it my mission to be the teacher I needed back when I was first diagnosed: someone who looks beyond the condition and honors the whole person who is living with it. In my classroom, compassion is matched with structure. I establish an environment in which students suffering from diabetes, or any chronic disease, feel comfortable declaring their needs without worrying about judgment or embarrassment. I work with parents, school nurses, and schools to ensure that there is respect for individual care plans. I help create space for rest when it is necessary and show sympathy. Sometimes the thing a student really needs, even more than a lesson is support and someone who understands. Beyond logistics, I squeeze in lessons about health, nutrition, self-advocacy, and emotional wellness into my teaching whenever I can. So, I am very open about being a diabetic, not to burden my students, but to empower them. I want them to know that they are not alone and that this diagnosis does not define what they are capable of. Living with diabetes has made me more thoughtful, empathetic, and resolved to be a voice for children fighting hidden battles. I take that same resilience into my classroom every day as an example to students of how we leverage our experiences. I remind my students that strength is not about perfection; it is about showing up, being real, and doing your best, even when you’re feeling lousy. Having this opportunity will allow me to continue my education and reinforce my position as a leader and advocate in the school system. I want to create workshops and support systems in schools for students dealing with chronic health conditions. I also want to guide other educators in creating classrooms that honor and elevate students with special health needs. I think any challenge we experience can be turned into a bridge to assist someone else. It wasn’t just the story of how I learned to take care of myself with diabetes; it was the story of how I developed a heart for caring for others more deeply. As long as I’m in a classroom, I will continue to transform my experience into purpose one student, one lesson, and one act of compassion at a time.

When I was diagnosed with Type 2 diabetes in 2011, I had no idea of the extent to which it would transform my perspective on the way I see and think about myself, my health, and the needs of others. Living with a chronic disease is not just a physical journey. It’s emotional, mental, and spiritual! It has shown me how to fight for myself, listen to my body, and make decisions that are best for me every single day. One of the best gifts I believe diabetes has bestowed upon me is empathy, the type of empathy that can only come from walking a difficult road yourself. Today, as a teacher, that same compassion informs the way I give to my students, especially those who have the experience of living with chronic autoimmune disease, such as diabetes. I know the fatigue, the finger pricks, the food monitoring, and the emotional burden of wondering, “Will I be all right today?” I also know how lonely it can seem when nobody around you actually gets it. That’s why I’ve made it my mission to be the teacher I needed back when I was first diagnosed: someone who looks beyond the condition and honors the whole person who is living with it. In my classroom, compassion is matched with structure. I establish an environment in which students suffering from diabetes, or any chronic disease, feel comfortable declaring their needs without worrying about judgment or embarrassment. I work with parents, school nurses, and schools to ensure that there is respect for individual care plans. I help create space for rest when it is necessary and show sympathy. Sometimes the thing a student really needs, even more than a lesson is support and someone who understands. Beyond logistics, I squeeze in lessons about health, nutrition, self-advocacy, and emotional wellness into my teaching whenever I can. So, I am very open about being a diabetic, not to burden my students, but to empower them. I want them to know that they are not alone and that this diagnosis does not define what they are capable of. Living with diabetes has made me more thoughtful, empathetic, and resolved to be a voice for children fighting hidden battles. I take that same resilience into my classroom every day as an example to students of how we leverage our experiences. I remind my students that strength is not about perfection; it is about showing up, being real, and doing your best, even when you’re feeling lousy. Having this opportunity will allow me to continue my education and reinforce my position as a leader and advocate in the school system. I want to create workshops and support systems in schools for students dealing with chronic health conditions. I also want to guide other educators in creating classrooms that honor and elevate students with special health needs. I think any challenge we experience can be turned into a bridge to assist someone else. It wasn’t just the story of how I learned to take care of myself with diabetes; it was the story of how I developed a heart for caring for others more deeply. As long as I’m in a classroom, I will continue to transform my experience into purpose one student, one lesson, and one act of compassion at a time.

I was born into a world where capable women bore heavy burdens with a quiet grace. I grew up surrounded by women who wore invisible capes. That meant keeping families afloat, showing up for everyone else, and seldom stopping to attend to their own well-being. My mother, grandmothers, and aunties were all strong, prayerful, and hardworking, but they taught me the unspoken message that women bear their pain in silence. That image stayed with me. I am a Black woman, an educator, a faith leader, and a mentor, and my life’s journey has been about transformation and about intention. I’ve walked through the deserts of grief, anxiety, and burnout, specifically divorce, diabetes diagnosis, and weight loss surgery/management. Those experiences taught me about the fountain of healing, self-worth, and the desperation of the need for spaces for women, particularly women of color, to breathe, to be seen, to be whole. While going through my personal struggles, I also found my calling: to give power to women and girls to live with clear vision, with purpose and conviction. My experiences/interests are at the crossroads of education, faith & emotional health. I do understand that when women and girls understand who they are and are given tools for their mental, emotional, and spiritual health, they blossom. This conviction compelled me to develop V.O.W. 9 Points of Impact, a transformational guide to assist women in re-identifying themselves and reframing the stories that were passed down to them. V.O.W. stands for Vision, Voice, Value, Options, Opportunities, Obsessions, Word, Worship, and Wisdom. These are cornerstones I teach as a speaker, mentor, and classroom leader. As an educator, I don’t just teach lessons, I build lives. I pour into young girls who are on the edge of understanding their worth, students who fight against the gales of emotional trauma, and women who are stifled by shame. Using it for good, I use it to speak life into other people, because I know what it’s like to feel like you don’t belong anywhere. That means every conversation, every mentoring session, every workshop is how I tell them, “You matter. You are not alone.” My ambitions are audacious because my calling is larger than me. I am going for my ED.D. in Educational Leadership and aspire to be national spokeswoman for women's mental health, self-care, and leadership development. I want to write curriculum and train educators, faith leaders, and community advocates on valuing the whole woman, not just her performance, but her personhood. I turned my wounds into wisdom and my struggles into stepping stones. When I share my story, I see the light flicker in someone else’s eyes. This scholarship would not only help further my academic pursuit, but it would also amplify my mission. I am not pinned down by the pursuit of a degree. I am building a legacy of healing, leadership, and promise. I am the woman I prayed, pleaded, and ultimately is becoming and this is only just beginning!

I wish to use my experiences to address the challenges that women face, including issues of social and emotional health. Too often, women are burdened with the emotional and mental weight of families, workplaces, and communities without having safe spaces to pour into themselves. I have seen the devastating emotional and physical consequences that burnout, low self-worth, unhealed trauma, and silent suffering can have on women of all ages. It was not only what I saw but how I lived that fueled my passion and turned my passion into a purpose. As a woman, an educator, a mentor, a faith-based leader, it is my purpose to speak up for women who feel unseen and unheard. I just think that real transformation comes when women are empowered to take care of their minds, bodies, and spirits as a whole. That conviction became the backbone of my transformational guide , V.O.W. 9 Points of Impact: Vision, Voice, Value, Options, Opportunities, Obsessions, Word, Worship, and Wisdom. These are the 9 pillars of healing and transformation that every woman should have access to. Through V.O.W., I facilitate workshops and seminars and host empowerment circles, asking women to identify themselves beyond their description as a role. Whether I’m talking to a room full of little girls who are learning their value or mentoring students in my classroom or leading spiritual wellness sessions in churches, my focus is mental clarity, emotional regulation, and spiritual self-care. I want to help women see that their stories count and that putting themselves first is not a luxury but a necessity. I have come to view women’s health as the fabric of emotional resilience, mental strength, and spiritual wholeness, not merely the absence of disease. I am in the process of receiving more training in this area and my goal is to develop V.O.W. into a comprehensive wellness solution that offers curriculum-based mental health programs, online self-care retreats, and culturally specific resources to women who are underserved. I see partnering with schools, churches, and community-based organizations to establish safe havens where girls and women can grow, heal, and lead. My work is grounded in the belief that when a woman learns a voice and learns to care for herself without apology, she breaks cycles. She is leading differently, loving herself more deeply, and showing strength to those who will come behind. It isn’t just a career path but a calling for me. With this scholarship, I will gain the resources, education, and mentorship to expand the reach of V.O.W. and to be a disrupting force in the women’s health space. I am shadowing with my life, my voice, and my small bit of walking wounded, toward the sacred wholeness of women. When women are whole, the world will be healed.

My faith has been my bedrock throughout my life and guides my approach to the office. It's what I look to, to direct my path, the light in the darkness and the thing that drives me to inspire others. It is based on service, empathy, and foresight. I try to manage with empathy, encouragement, and a belief in everyone’s divine purpose and path. The most challenging time that I ever stood in faith is when I recently led/spoke at a women’s empowerment conference. While addressing a room full of women, many of them seemingly weighed down by silent self-doubt, trauma, and spiritual dis-ease. I sensed the presence of God instructing me to speak not from my notes, but from my very heart. I shared my testimony, my challenges, victories, and the power that comes from prayer. I told them they’re visible, loved, and chosen. A few women in tears approached me after the session to thank me for giving them hope and permission to dream again. In that instant, I was reminded that leadership is not always about having the answers. It’s about being willing to show up, truthfully and vulnerably. My guidance in overseeing girls empowerment groups and my students in the classroom has also been through my faith. I do what I can to breathe life into young girls who are feeling invisible or unheard. I remind them that their value is not determined by society, their past, or their bad choices but by the greatness inside them. I deliberately serve as a mentor to those students in my classroom who need that little extra push, whether it is helping them gain confidence in their academic skills or helping them know they are supported in their personal life. I don't just teach them academically but how to discover themselves and have confidence, found in faith, and in love. One of the ways I lead is by means of my V.O.W. 9 Points of Impact - a faith-based methodology I’ve created: 1. Vision – Assisting others in seeing their future with direction. 2. Voice - Giving voice to the voiceless to speak up boldly, authentically. 3. Value - Learning about self-worth and respect for others. 4. Options-Decisions which create potential growth. 5. Opportunities-Providing entry and inviting others to step in. 6. Obsessions-Finding and pursuing healthy passions that serve your purpose. 7. Word-Grounding leadership in scripture and truth. 8. Worship-Chasing Pleasing – God with everything. 9. Wisdom- Making choices based on spiritual discernment. These are principles that don’t just guide the way I lead; they’ve shaped the way I live. As I move forward, I envision myself continuing to use my influence for good, whether in teaching, ministry, or leadership training. I aspire to create the platforms that support the life, body, and spirit of others, particularly women and young people who have forgotten their own power. The V.O.W. 9 Points of Impact will be included in leadership training courses for instructors, mentors, and religious groups. Faith does not simply touch the way I lead; it is the way I lead. It is why I get up when life is trying to take me down, why I speak life into others, and why I believe that my call is greater than any barrier I face. Using faith as my compass, I will continue to lead, lift, and help others become the leaders they were born to be.

There came a time in my life when I looked in the mirror and everything had to change. I didn’t mean just my reflection, but how I felt and who I was inside. I was overwhelmed. Physically, I was tired. Emotionally, I was drained. Mentally, the weight of shame, doubt, and my secret health battle was weighing me down. Type 2 diabetes and the daily grind of being a full-time teacher, graduate student, caregiver, and woman trying to keep it all together was catching up with me. I knew that if I was going to live a full life and follow my dreams, I would need to place my health first. I took the leap of faith and made the life-altering decision to have weight loss surgery. This decision wasn’t made lightly. It required a lot of looking inward and a lot of courage to admit that what I needed was help, real, consistent help. I had fought with my weight for a long time. I’d always been big for my height, and my size made me feel awkward and uncomfortable. I had been conditioned by society and plagued with personal insecurities that made it difficult to fathom feeling at ease in my own skin. I reached a tipping point: I was ready for something different. I wanted to live, not merely exist. Bariatric surgery was not a panacea, it was a start. It was a total mind-shift. I had to learn to love and respect my body in all of its incarnations, to listen to what it needed. I became more intentional about managing my diabetes. As I worked with my medical team, developed new nutrition habits, and added some physical activity, I started to feel like I was making some progress and taking control of my health and my life. What I have learned from this experience is priceless: Real transformation begins inside. Health is not a number on the scale, but it’s mental clarity, emotional balance, and the confidence of believing you’re worthy of change. I discovered that self-care is not selfish, it’s survival. It’s the base upon which everything I want to be in life is built, including my work as an educator, a student, and a human being. This health journey has influenced how I’ve viewed grad school, work, and life at large. As a full-time teacher, I am so much more energetic and present in my classroom. I can also model strength, resilience, and authenticity for my students. As a graduate student, I’ve learned how to carve out time to rest, contemplate, and re-energize so I can continue to deliver my best. In my personal life, I am more aware of boundaries, carving out space for mental wellness practices like prayer, journaling, and walking outside. Since making my health a priority, I have learned to give myself permission to thrive, to heal, to be proud of my progress. It was a reminder that my dreams are worth fighting for, and so am I. It helped me find a version of myself that I had locked away under piles of stress, fear, and self-doubt. Today, when I peer in the mirror, I see a woman with work yet to do, but I sense strength because I know my purpose. It’s me who’s going to finish this degree, transform lives in the classroom, and live in victory every day.

LeBron James means more than basketball to me. He is inspiration, greatness, and a witness of what happens when talent meets purpose. One man can never be twice the same. The guts and humility it takes to do what he’s done is why I’m a fan. The GOAT, LeBron James, is also one of the great humanitarians in sports history. On the court, LeBron has outperformed expectations. His journey from Akron, Ohio, high school phenomenon to the N.B.A.’s all-time leading scorer has been nothing short of epic. His entire multi-positional role-playing, scoring, passing, rebounding has created a basketball I.Q. and physical dominance no other basketball player in the history of the game has ever combined this way. He has won championships with three teams, pushed underdog sides to the finals, and then come through when the pressure was at its highest. But why he’s No. 1 is not about what he does in the game, it’s a question of what influence he wields after the buzzer and the cameras shut off. LeBron James never turned his back on his hometown. He was brought up in poverty by a single mother and knows what it means to be an at-risk student. He has contributed millions to programs benefiting underprivileged students and their families through his foundation, the LeBron James Family Foundation. His most powerful contribution? The I PROMISE School, which stands in his hometown of Akron. The school is not just a building; it is a beacon of hope. That is, not only are they getting a free public school education, free meals, free uniforms, free transportation, and even a pantry for families in need, but they’re also being connected with social resources they might never even know to ask for. Beyond that, it provides the students with mental health resources and an opportunity to spin their own tale. LeBron didn’t just build a school; he built second chances. And that is why he is a true role model. LeBron is bigger than stats and rings. He has used his fame to be a voice for justice, a champion of education, and an inspiration for millions of young people. He shows us that greatness is not what you have; it’s what you give; that leadership is not about lording it over people, it’s about lifting them up; and that a true legacy is not the wealth you leave for the next generation, but the way you live your life in the service of others, giving and caring and serving. LeBron James is a guy I’m a big fan of, because he’s excellent with a purpose. He demonstrates to you that you can emerge from nowhere yet give the world everything. His story motivates me that despite the difficult secular condition, to keep fighting for my dreams, to get what I want, and one day be able to help others as I was helped. To me, he’s not only the greatest of all time in basketball, he’s the greatest of all time in life.

I am deserving of the dreams I chase because every step of the way, (literally every stumble, every small victory, every tear shed in the quiet) has made me into someone who does not give up. I don't dream from places of privilege, or ease as some others do; my dreams are from places of purpose, pain, persistence, and a hope that refuses to relent, that my story can be transformed, not only for me, but for others still walking the same journey where I once was. I’ve got all I can handle with being a 54-year-old doctoral student who balances full-time work, part-time caregiving for an aging parent, yet my heart is full. I’ve felt that drained, spread-thin exhaustion and have known that bittersweet heartbreak of life throwing curveballs that you can’t help but let knock you a little off-kilter. From the pain of divorce to the everyday management of diabetes to the fight for self-care with high-stakes stress, I have had it in me to give up. But I didn’t. I know my dreams are not only about personal success, but they are about answering a calling. I also want to be an educational leader, a classroom management coach, and a professional developer. I want to be a place for educators to come and be filled so that they can give their best to students. I want to be part of the effort to change struggling classrooms into nurturing places where every child feels seen, heard, and able. I want to walk into schools especially those in the “at-risk” category and remind teachers that their work means something and that they are supported as well. I deserve to dream these dreams because I have already started to walk them out. Whether it be through mentoring new teachers, assisting foster youth through community service, or heading up women’s empowerment groups at my church, I have always worked to inspire others. I’ve been the advocate for the voiceless, the soft encourager for the weary, and the fierce advocate for equity in education. These are not far away dreams. I am living on the edges of them now, and just tapping into the fullness of what I have come here to become. What propels my dreams is something beyond ambition, it is a transcendence of ambition that makes my dreams dependent upon a sense of responsibility. I think that I was sent tests so that I could testify. I value myself not because I am perfect but because I am persistent. Because I figure that on those days when the whisper of doubt blows louder than my faith, I'm still movin’. That stubbornness, that ability to keep moving forward, no matter how rough the path, is precisely why I deserve the dreams I’ve got. A scholarship would not only alleviate some financial burden, but it would also validate that someone else is recognizing value in my journey and finding belief in my ability to make an impact. It would make way for me to be able to 100% concentrate and graduate with my doctoral degree, to step even more boldly into the purpose I was born into. It’s not for plaques and awards or accolades, it’s for my purpose and what I want to leave here. I am the dream I am reaching because my dreams are born in love, are nourished by faith and grow with the intent to support and encourage. My story may be full of struggles, but it is also full of grace, strength and courage to rise again. That makes me more than enough!

Intimate partner violence (IPV) is an invisible epidemic. It marks people's lives in ways that cannot be seen. It also disturbs the essence of communities and families everywhere. I wholeheartedly believe that one of the most effective means of interrupting this cycle is education. As a woman, educator, and survivor who has experienced this firsthand, I’ve also gone deep into myself to find the link between self-worth, self-confidence, and people’s choices in relationships. I believe that by drawing upon my own journey, as well as gaining knowledge that is both academic and experiential, I can act as a voice and vessel of healing for all genders. Education doesn't just occur in books, it occurs with conversation, in safe places, and is accompanied by people who believe they are worthy of love. It is one big circle. People, especially women, who are taught from a very early age to value themselves; who are taught their rights; and who are encouraged to listen and detect feedback from within, are much less likely later on to fall into toxic and abusive relationships. Silence, shame, and dependency which are the very environments in which IPV thrives will cease. In classrooms and communities, self-awareness, critical thinking, and emotional literacy are nurtured. These are seeds of freedom. I plan to use my doctoral degree to create programs that fill all genders with pride. Such can be held in schools, churches, and community centers across the country. Changes need to be made in how educational institutions help all understand their place. We should be developing workshops that do more than just teach subjects like math or science: life skills such as conflict resolution, self-advocacy, financial literacy, boundary setting, and emotional health. I want to be that light for someone else. In my own life, I have suffered emotional abuse and unhealthy relationships. At that time, I lacked self-confidence and understanding to see what was really happening. At that time, I didn't know that I should be regarded as someone who deserves better. Only after I became an adult learner was able to get back to school did I really find myself and realize my own value. Through prayer, counseling, education, spiritual healing, and hard work, I am stronger now. I feel it is God's will that others rise up as well! My classroom is not just an academic environment; it is a refuge for students who find themselves seen, heard, and appreciated because they are here. I believe in educating above and beyond any curriculum in life, giving young people's minds full creativity and soul-stirring. My students know how to speak out loud without fear, dream big dreams, and care for themselves so fiercely that it is impossible to shake them. I lead young people's groups and women's worship services in my community and church, focusing on spiritual growth, emotional healing, and good relationships. There, we women are provided with a great deal of shouldering; these are the places where transformation occurs, where we learn to break free from generations of tradition into a brighter future. I want to complete my doctoral studies and extend my reach with the scholarship. This degree would let me bring holistic education to needy communities by building networks among educators, congregations, and mental-health professionals. I believe that education can give all people the tools not just to survive, but rather to live well. By mixing scholarly knowledge with lived experience, I am dedicated to acting as a change-maker. Taking education as the vehicle, we together can demolish and diminish the cruelty of IPT, and embrace a new normal.

Graduate school is tough emotionally, mentally, and spiritually. It is an intense field of work where success comes at a high price. There are strict deadlines to meet with a heavy workload on top of that. These pressures can lead one to an abyss of stress and insecurity. Every single one of these crises adds to the burdens that life dumps on my shoulders. As the stresses and strains pile up, there are moments when I wonder, Can I go on? Just then, the shock has been compounded by even heavier blows: I’m divorced with diabetes and a dependent relative to care for. Moments of weakness come creeping in at unguarded times when, already exhausted by anxiety, a good dose of paralysis added overtop briefly makes me question everything I am trying to do. I feel worn out. Mental exhaustion has sometimes made it difficult even to finish the simplest tasks. There have been times when, due not to a lack of commitment or capability but rather to the persistent, draining emotional burden of carrying everything on one's back at once, I have performed poorly in my studies. But my faithfulness isn't defined by the pain of falling. My faithfulness is in the steps I take to stand again. One of the most profound decisions I have made in my own life is to understand the importance of mental health. It has not been easy, and it was a decision that did not come overnight. Through reflection, faith, and intentional actions, one step at a time, I started to place as much importance on my health (both mental/emotional and physical). Spiritual meditation and prayer are some of the most profound tools I've employed on my journey to heal. Each morning before I pick up a book, I take time to still my own body, mind, and heart. I close my eyes in quietness or let my gaze wander, contemplating scripture and speaking my heart's desires in prayer. My spiritual life is like an anchor. Aromatherapy has also been incorporated into my daily routine. Scents like lavender, eucalyptus, and vanilla help to create an atmosphere of calm. Whenever stress starts creeping up, a few drops of essential oil and a quiet moment with a warm cup of tea gently coaxes me back to my center. Equally as crucial is the practice of being silent. Training oneself to live detachably from this continual stream of noise, technology, and career pressures is essential. I take time consciously to sit still and not look at screens, not have any need for outputs or to perform. The meaning of self-care in graduate school has taken on a whole new dimension. It isn't just bubble baths and journaling like that anymore (though those are good things to do). It's learning to set limits with your time and energy. So, I eat healthier food than before, hydrate myself better each day, make sure I rest properly, and enjoy the wandering walks of a refreshed mind. Especially today, mental health is not some kind of chic or luxury, but something quite imperative. What I have learned is that an empty vessel simply cannot sustain pouring. Mentally, emotionally, and spiritually, the healthier I am, the more focused, productive, and impactful I become in front of my academic work and in helping my community. Vulnerability, as far as I am concerned, is the bridge and inspiration necessary for healing. Receiving this scholarship would ease the financial burden. It would enable me to keep focusing on my mental health while aiming for academic excellence.

My parents introduced me to “church going” at an early age. They sowed the seeds into my life about knowing God and baptism. It wasn’t until my early 20’s while in college that I became a born-again Christian. As a believer of Jesus Christ, I truly know about the power of prayer and faith. I have decided to go back to graduate school to pursue a doctoral degree. This is a God given vision that is going to require me to seek assist from many different resources. This experience will challenge me in more ways than one, test my endurance, dedication, and solidify my faith. I’m embarking on this academic journey from a place of abiding faith and prayer that has had to sustain me through episodes of doubt, exhaustion, and fear. Faith and prayer have not just been a strength but a shining beacon leading me to believe in the purpose of my journey and that I can triumph despite the odds. For an older student juggling work, family responsibilities, and coursework, it can all feel like too much. I often feel the weight of so many obligations. But in those moments of silent prayer, whether at the beginning of a long day, late at night over a study session, or during a personal crisis, I’ve found peace. To this day, spiritual meditation and prayer are some of the most profound tools I've employed on my journey. Each morning before I pick up a book, I take time to still my own body, mind, and heart. I close my eyes in quietness or let my gaze wander, contemplating scripture and speaking my heart's desires in prayer. These are moments in my day when I find refuge. My fears are pushed back, peace is embraced, and clarity received. My spiritual life is like an anchor. It reminds me that I am not alone on this journey and that grace meets me even during the challenging times. I find the most comfort in prayer, remembering I cannot do this on my own and, with God, all things are possible. Learning is inherently spiritual, especially when it is grounded in service to others. My aspirations related to a doctoral degree are that they pertain to my yearning to empower the marginalized, to be a voice to the voiceless, and to make the world of teaching I love so dearly a better place. It’s faith that has kept this vision grounded. I can think of countless evenings when the deadlines were drawing near, and my energy was sapped away. Although difficult, I would stop, close my eyes, and pray for focus, for strength, and for guidance. I often found that answers came more clearly after prayer, not only in my mind but also in my heart. Faith is my courage to keep pushing, even though logically, I should have stopped. Through prayer and scripture, my holy times of quiet have yielded the calm I require to keep all the balls in the air: school, family, life’s unwelcome curveballs. They’ve helped me remain focused, grounded, and hopeful. Obviously, pursuing an Ed.D. as a mature student isn't just an academic thing, it is a journey of self-improvement, renewal, and calling. It’s my faith that has helped me overcome fear, pray my way through pain, and fight those tribulations. It has made me realize that age and situation do not define me; rather, my calling and my commitment define me. I have faith and prayer as my compass, and I stand firmly on Romans 8:38 knowing that nothing will ever separate me from the love of Jesus Christ. As a future Doctor of Education, my mission is to uplift underserved communities through educational leadership, culturally responsive practices, create and lead programs that address opportunity gaps in education for students of color, and those who are low-income. One of my main goals is to providing leadership opportunities for women in education that will help develop their professional growth including administrative and policy making opportunities. I have dedicated my life to teaching. The Masters & Ed.S specialist degrees that I possess have been instrumental in having a stellar teaching career so far. My current pursuit of a doctoral degree in education directly aligns with my career goals of becoming a stronger leader, consultant, and advocate in education. A Doctor of Education degree will equip me to design more impactful lessons, mentor future educators, and create innovative strategies that will close achievement gaps. I will be fortunate to further create and expand an educational consulting business that empowers schools, educators, and families through professional development, culturally responsive teaching strategies, and motivational programs. My voice isn't merely heard among the crowds at conferences and community forums, however, nor am I speaking just for applause. I will also facilitate workshops; inspire future teachers, particularly women of color; and lobby for fairer educational policies that serve each child, regardless of zip code. My doctorate will open opportunities for my own growth and for others to follow in my footsteps. Community outreach is the lifeline of my work. I’ll organize events that bring schools and parents together and participate in family literacy nights. In America’s churches, community centers, and living rooms, education keeps flowing. Through these ventures, I’ll be able to be a positive influence on the very neighborhoods that once influenced me. Looking ahead, my goals also include pursuing advanced leadership roles in education. More than anything, I want my journey to be a testimony; that even in the face of divorce, discouragement, and doubt, purpose can prevail. As I continue walking this academic path, I remain committed to learning, leading, and lifting others along the way. I’ll be able to be a positive influence on the very neighborhoods that once influenced me. I am a mature adult learner and have had the courage to go back to school. Not just for myself, but for all those people who had to put their dreams on hold due to life's unexpected storms. The scholarship means more than just financial help. It acknowledges my strength, development, and my strong belief that it is never too late to start over. With your backing, I can pursue my doctorate in education and use my story as encouragement for others that feel they're too old. I've lived courage. Now I want to grow, and this is why I believe that I should be awarded this scholarship. As a mature adult college student who has been through divorce, type 2 diabetes and weight management, and started over more than once, I realized how important it is to have perseverance. I was born to teach. Financial support will enable me to concentrate more fully on my studies. As an educator, I devote every bit of my life to reigniting that light in every child I meet.

As a believer of Jesus Christ, I truly know about the power of prayer and faith. I have decided to go back to graduate school to pursue a doctoral degree. This is a God given vision that is going to require me to seek assist from many different resources. This experience will challenge me in more ways than one, test my endurance and dedication, and solidified my faith. I’m embarking on this academic journey from a place of abiding faith and prayer that has had to sustain me through episodes of doubt, exhaustion, and fear. Faith and prayer have not just been a strength but a shining beacon leading me to believe in the purpose of my journey and that I can triumph despite the odds. For an older student juggling work, family responsibilities, and coursework, it can all feel like too much. I often feel the weight of so many obligations. But in those moments of silent prayer, whether at the beginning of a long day, late at night over a study session, or during a personal crisis, I’ve found peace. To this day, spiritual meditation and prayer are some of the most profound tools I've employed on my journey. Each morning before I pick up a book, I take time to still my own body, mind, and heart. I close my eyes in quietness or let my gaze wander, contemplating scripture and speaking my heart's desires in prayer. These are moments in my day when I find refuge. My fears are pushed back, peace is embraced, and clarity received. My spiritual life is like an anchor. It reminds me that I am not alone on this journey and that grace meets me even during the challenging times. I find the most comfort in prayer, remembering I cannot do this on my own and, with God, all things are possible. Learning is inherently spiritual, especially when it is grounded in service to others. My aspirations related to a doctoral degree are that they pertain to my yearning to empower the marginalized, to be a voice to the voiceless, and to make the world of teaching I love so dearly a better place. It’s faith that has kept this vision grounded. I can think of countless evenings when the deadlines were drawing near, and my energy was sapped away. Although difficult, I would stop, close my eyes, and pray for focus, for strength, and for guidance. I often found that answers came more clearly after prayer, not only in my mind but also in my heart. Faith is my courage to keep pushing, even though logically, I should have stopped. Through prayer and scripture, my holy times of quiet have yielded the calm I require to keep all the balls in the air: school, family, life’s unwelcome curveballs. They’ve helped me remain focused, grounded, and hopeful. Obviously, pursuing an Ed.D. as a mature student isn't just an academic thing, it is a journey of self-improvement, renewal, and calling. It’s my faith that has helped me overcome fear, pray my way through pain, and fight those tribulations. It has made me realize that age and situation do not define me; rather, my calling and my commitment define me. I have faith and prayer as my compass, and I stand firmly on Romans 8:38 knowing that nothing will ever separate me from the love of Jesus Christ. As a future Doctor of Education, my mission is to uplift underserved communities through educational leadership, culturally responsive practices, create and lead programs that address opportunity gaps in education for students of color, and those who are low-income. One of my main goals is to providing leadership opportunities for women in education that will help develop their professional growth including administrative and policy making opportunities. I have dedicated my life to teaching. The Masters & Ed.S specialist degrees that I possess have been instrumental in having a stellar teaching career so far. My current pursuit of a doctoral degree in education directly aligns with my career goals of becoming a stronger leader, consultant, and advocate in education. A Doctor of Education degree will equip me to design more impactful lessons, mentor future educators, and create innovative strategies that will close achievement gaps. I will be fortunate to further create and expand an educational consulting business that empowers schools, educators, and families through professional development, culturally responsive teaching strategies, and motivational programs. My voice isn't merely heard among the crowds at conferences and community forums, however, nor am I speaking just for applause. I will also facilitate workshops; inspire future teachers, particularly women of color; and lobby for fairer educational policies that serve each child, regardless of zip code. My doctorate will open opportunities for my own growth and for others to follow in my footsteps. Community outreach is the lifeline of my work. I’ll organize events that bring schools and parents together and participate in family literacy nights. In America’s churches, community centers, and living rooms, education keeps flowing. Through these ventures, I’ll be able to be a positive influence on the very neighborhoods that once influenced me. Looking ahead, my goals also include pursuing advanced leadership roles in education. More than anything, I want my journey to be a testimony; that even in the face of divorce, discouragement, and doubt, purpose can prevail. As I continue walking this academic path, I remain committed to learning, leading, and lifting others along the way. I’ll be able to be a positive influence on the very neighborhoods that once influenced me. I am a mature adult learner and have had the courage to go back to school. Not just for myself, but for all those people who had to put their dreams on hold due to life's unexpected storms. The scholarship means more than just financial help. It acknowledges my strength, development, and my strong belief that it is never too late to start over. With your backing, I can pursue my doctorate in education and use my story as encouragement for others that feel they're too old. I've lived courage. Now I want to grow, and this is why I believe that I should be awarded this scholarship. As a mature adult college student who has been through divorce, type 2 diabetes and weight management, and started over more than once, I realized how important it is to have perseverance. I was born to teach. Financial support will enable me to concentrate more fully on my studies. As an educator, I devote every bit of my life to reigniting that light in every child I meet.

I am a first generation elementary education major graduate. Teaching is my gift. I sleep, eat, and dream about teaching. It’s my life!Higher education has been a generational investment not only for me, but for my niece who is a FAMU graduate. My family and I are currently helping her to groom her 5 year old twin daughters to pursue higher education. Looking ahead, my goals include pursuing advanced leadership roles in education, mentoring the next generation of teachers, and expanding my work in educational consulting to help schools and communities implement empowering, equity-driven programs. More than anything, I want my journey to be a testimony—that even in the face of divorce, discouragement, and doubt, purpose can prevail. As I continue walking this academic path, I remain committed to learning, leading, and lifting others along the way. With additional education, I will be fortunate to further expand my educational consulting business that empowers schools, educators, and families through professional development, culturally responsive teaching strategies, and motivational programs. I will also facilitate workshops; inspire future teachers, particularly women of color; and lobby for fairer educational policies that serve each child, regardless of zip code. My doctorate will open opportunities for my own growth and for others to follow in my footsteps. Community outreach is the lifeline of my work. I’ll organize events that bring schools and parents together and participate in family literacy nights. Through these ventures, I’ll be able to be a positive influence on the very neighborhoods that once influenced me.  I am a mature adult learner and have had the courage to go back to school. Not just for myself, but for all those people who had to put their dreams on hold due to life's unexpected storms. The scholarship means more than just financial help. It acknowledges my strength, development, and my strong belief that it is never too late to start over. With your backing, I can pursue my doctorate in education and use my story as encouragement for others that feel they're too old. I've lived courage. Now I want to grow, and this is why I believe that I should be awarded this scholarship. As an adult college student who has been through divorce, type 2 diabetes and weight management, and started over more than once, I realized how important it is to have perseverance. I was born to teach. Financial support will enable me to concentrate more fully on my studies. As an educator, I devote every bit of my life to reigniting that light in every child I meet. When students discover their existence, they not only alter their own futures, they can change the entire world.

The first time I taught in my own classroom, something deep inside me awoke. In its grandest form, I think the purpose of teaching is to arouse the presence of life within every student. Presence is not just physical existence, it’s also an awareness of one’s worth, rights fulfill, identity, and self. Students with special needs are constantly grasping for and seeking this sense of presence. Often times, low expectations make students feel a burning embarrassment as internalized self-doubt mutes their voice. As I transition from the regular classroom teacher to a future special education teacher, I am committed to leading these students into their own presence, making them realize their life is indeed there; inseparable from theirs. My vision is that I shall make fresh contributions to human society. For a decade, my passion for special education comes from personal encounters and professional experiences. Early in life, I saw how educational systems often neglect those children who learn differently. It is my fond hope that I can be of service to these children, who will someday enter into all walks of life. They are not just numbers or classifications; they're human beings filled with strength and hope. I don't want to be a teacher who only meets their academic needs. I also want students to know that I am here for them and put my students at ease in their own skin. Hopefully, this will guide them to be their own person. For special education, it means creating a school in which students are not objects of pity, neglect, or underestimation. Instead, they are honored and challenged; they are looked at deeply. To begin, we must affirm identity. Many students with special needs have internalized messages that society directs at them: you have limitations; you are broken. As their teacher, I must will contradict these messages with careful, purposeful confirmations. My goal is to build an atmosphere where every child feels appreciated and seen. Then, students will be taught to take ownership of their work or for themselves. This is why I want my students to learn to speak up for themselves and put their own wants and needs first in life. We do this in several ways: by using individual learning programs for every student, setting goals and activities that focus on social-emotional learning; and equipping students with all of the necessary tools for success. I'll teach them that school is not just a place to be taught but where there are rewards for taking charge of your own learning too. I also believe in the power of connection and community. A student feels the most present when they belong. Many handicapped children, as a result of physical distance in classrooms or because they have differences in their mode of communication, feel socially isolated. It is my commitment to build a classroom in which all are included, meaning that cooperation, respect and empathy are the minimal norms. Through cooperative learning, peer mentoring and universal design for learning, every child will get access as well as contribute to group activities. By living out acceptance and teaching social-emotional skills, I will create an environment where differences are embraced and "every child knows they are significant." In the end, kids need to feel that adults care about them and are there helping to guide their journey rather than just educating as if they were inanimate objects. By working hand in hand with their parents, closely listening to them, and sharing their goals, I will offer a true partnership of equals between myself and my students. Needs will be communicated to them openly; in return, their participation in the learning process is encouraged through meetings with home visits. In this way, not only can I provide superior support for students, but at least as importantly, I will be reinforcing families as crucial partners in the development of their child. Special education is a constantly changing field. I am committed to staying current by learning the best research, practice, and policy thinking regarding learning disabilities. I will take advantage of opportunities for further training in behavioral intervention, inclusive curriculum design, and how to teach from a trauma-informed perspective. I also hope to effect change beyond my own classroom, working for funds that are fairly distributed throughout our educational system; policies which promote inclusion rather than exclusion of children with disabilities or other factors such as race and gender discrimination; an increase in general awareness on both the rights of all individuals in society but especially their needs by individuals with any disability at all. My advocacy is not just professional, but personal as well; it springs from love, passion for justice, and an unshakeable belief in the necessity of every child to grow and develop his or her gifts. My goal, then, is to help students discover their own voice, purpose, and presence. This is a life journey, not an event; I may not always be able to see the end result, but sown seeds of trust and dignity will generate hope in future generations. Every little victory like each time a child speaks up, masters a new skill, or learns to smile with pride brings a celebration. These are the moments when presence comes alive. I am pursuing this education to fulfill my mission. As an adult college student who has been through divorce, type 2 diabetes and weight management, and start over more than once, I realized how important it is to have perseverance. Pursuing a degree in special education sends the message that it is not just a career move for me, but it is something I was born into. Financial support will enable me to concentrate more fully on my studies, complete my certification, and take part in school practice or job-related training. As a special education teacher, I will devote every bit of my life to reigniting that light in every child I meet. When students discover their existence, they not only alter their own futures, they can change the entire world. Optional Fairy Tale story: To a certain degree, I feel like I am fulfilling or living out my fairy tale. In 2010, I authored a children’s book titled, Mika Dika Foster Kid. I created this book with the main character that is a foster kid with special needs. She is the heroine in the story. My goals is to create a series that will follow the path of this foster kid.

Hope is not something I could be born grasping. I discovered it gradually, forged through the individuals whom I served and the communities to which I belonged. Since then, my sense of the future I hope for has been informed and reformed by acts of compassion, service, and genuine connection with the least noticed among us. One of the most transformative stages in this journey occurred when I became involved through volunteering in the foster care movement. There, I met children whose lives had been shattered by trauma, neglect, and instability. I was their voice in places where they were largely unseen in court, at meetings, by just dropping by. For others, I was the only stable adult in their lives at the time. In those moments, I learned that hope is not just a feeling, it is an action. It’s listening when nobody else is. It is believing in a child who has been told they don’t matter. In the courage and quiet courage of those children, I learned about the nature of fighting for a future that would rise above the pain of the past. At the same time, I volunteered through my church, which had a brother/sister relationship with a local “at-risk” school. I never thought that label was fair. What I saw instead were children brimming with curiosity and unrealized potential. Many of them were poor, raised by single parents or born into generational struggle. But in every tutoring session, every post-school meal and every conversation, I saw more than that, possibility. I discovered that when a child is enveloped by a community of folks who care, they start to soar. It was that experience that made me want to teach in one of those at-risk schools. It’s been the most difficult and also the most rewarding work I’ve done. My students bear loads much too heavy for their little shoulders. Some have been homeless, subjected to violence or neglect, yet they show up, laugh, learn, and hope. My classroom morphed from being all book learning to a sanctuary, a place to launch from, a place for students to know they were safe and loved. In all of those experiences, foster care advocacy, church-based community work, and teaching one simple truth stands out: connection is the force that keeps us alive. I’ve seen how kindness can help restore dignity, and how small gestures can have a monumental effect. Joining these communities has influenced not only my understanding of the future, but also my purpose. I believe in the transformative power of community, healing, lifting, and changing. I have seen what happens when we join arms, lift our voices and lean into love. I do believe that with each one that we reach, the future becomes brighter.

Being in the classroom has really opened my eyes to the basic needs that most students are lacking. The ideal class that I would create for students would be how to handle stress, money properly, solve math puzzles, analyze literature, manage their emotions, build healthy self-respecting relationships, cook a meal, prepare for an interview. I would call it “Your Life, Your Way. The class would be taught every spring and fall. From kindergarten through 12th grade, students would be taught lessons aligned to their age, how to live, tackling practical abilities that every stage of life calls for. Along with this class, all stakeholders would be involved: students, parents, community volunteers, and partners in education. I would seek and submit grants aligned with the class. Additionally, I would incorporate field trips, hands-on experiences, and guest speakers within the class. In the elementary grades, it would be mainly focused on self-awareness, understanding the emotions of oneself and others, & building friendships. It would also include basic social responsibility where students learn how to communicate respectfully, not lose their temper, understand elemental safety considerations and empathize with others concepts necessary for a foundation in emotional intelligence. In upper elementary and middle school, students would start learning more involved skills such as goal-setting, time management, conflict resolution, etc. They would also study money and budgeting. A mental health component would be incorporated because there is a high percentage of students who need that support. By high school, they would be able to create budgets, gain a basic understanding of credit debt including student loans and file income taxes. They will know how to make resumes, conduct interviews, set appointments, look after their homes and cars, and cook meals that are both tasty and nutritious. This class is not just about how to survive in adulthood: it's about thriving. Throughout the entire class, students would participate in community service and mentoring as. When they graduate, they would not only know algebra but also how to maintain their mental health, resolve conflicts peacefully or even prepare for a job interview with confidence. The impact of the life class would be momentous. Students evolve from childhood into adult life equipped with both resilience and poise. When confronting real-life problems, they will have the tools to solve problems. Also, they will have more practical knowledge about how to facilitate the transition into adult life. Most importantly, students would graduate feeling like they have acquired strong life skills. In this world of constant change, "Your Life, Your Way" will make sure that every child, no matter what his or her background, will not only be capable of providing for themselves in the future, but will evolve into an empowered productive citizen. That is the required K-12 class that I would create.

: For 28 years, I have dedicated my life to teaching. The Masters & Ed.S specialist degrees that I possess have been instrumental in having a stellar teaching career so far. My current pursuit of a doctoral degree in education directly aligns with my career goals of becoming a stronger leader, consultant, and advocate in education. A Doctor of Education degree will equip me to design more impactful lessons, mentor future educators, and create innovative strategies that will close achievement gaps. I will be fortunate to further expand my educational consulting business that empowers schools, educators, and families through professional development, culturally responsive teaching strategies, and motivational programs. My voice isn't merely heard among the crowds at conferences and community forums, however, nor am I speaking just for applause. I will also facilitate workshops; inspire future teachers, particularly women of color; and lobby for fairer educational policies that serve each child, regardless of zip code. My doctorate will open opportunities for my own growth and for others to follow in my footsteps. Community outreach is the lifeline of my work. I’ll organize events that bring schools and parents together and participate in family literacy nights. In America’s churches, community centers, and living rooms, education keeps flowing. Through these ventures, I’ll be able to be a positive influence on the very neighborhoods that once influenced me. As an aspiring Doctor of Education, I plan to use my education to create transformative change in both classrooms and communities. My mission is to empower underserved students, mentor future educators, and design inclusive programs that close achievement gaps. With advanced training and research, I aim to launch initiatives that promote equity, cultural relevance, and family engagement in schools—particularly in communities that have historically been overlooked. Beyond the school walls, I will be partnering with local organizations, and hosting outreach events that connect families, educators, and youth with vital resources. I believe education is not just a career—it’s a calling to uplift, inspire, and ignite lasting change. This scholarship will be a crucial part of my journey. It will ease financial burdens, allowing me to focus fully on my doctoral studies, community engagement, and professional growth. With this support, I can continue pouring into others while building a stronger, more informed foundation for advocacy and innovation in education. Your investment in my future will not end with me—it will multiply in every student I teach, every life I touch, and every community I serve.

In my dreams, I am always walking with heart and mind uplifted by the new things pulling me forward. I look forward to the day I can say, "Hello! I am Dr. Tamika Blythers, a proud Doctor of Education, lifelong educator, and servant leader, impacting lives through knowledge, empowerment, and relationship. I can give, lead, and teach in hopes that the impact crosses campus lines and ripples through the country and beyond to international communities where joy, rehabilitation, and opportunity are needed. In my dream life, I am fortunate to continue to expand my educational consulting business that supports schools, educators, and family members in professional development, culturally responsive teaching practices, and motivational programs. I will lead my own workshops; offer inspiration to future teachers, especially women of color; and use my knowledge and instincts to advocate for more equitable educational policies that help all children, no matter their zip code. My Ed.D. will pave the way for myself and for others to grow. Engaging the community is my heartbeat. I’ll lead programs that get schools and parents working together, and I’ll take on a family literacy night. In America’s churches and community centers, in living rooms and online, education keeps flowing. Through these initiatives, I am able to uplift the very neighborhoods that shaped me, showing students and parents what’s possible when someone cares enough to pour back in. I'll also collaborate with local nonprofits, mentor at-risk youth, and serve on educational advisory boards to ensure that community voices remain part of the decision-making process. I’m dreaming not just of taking in life though. I give 100% of my time to my family—savoring every milestone, every meal, every moment. Whether we are sitting around the table eating Sunday dinner or traveling abroad as a family, these are sources of consistent happiness. I don’t just travel for pleasure—I travel for education. I travel because it helps me to learn about other cultures, which in turn makes me a better teacher. This scholarship is a strong opening door for me to finish my doctorate and grow my ability to make a long-lasting difference. It means more than a number; it represents faith in my vision and the future I’m building. This way, I won’t just be achieving my own goals; I’ll be helping others achieve theirs. My dream life is not in the next life. I shall plant my dream with the same zeal with which it was brought, and I shall plant it consciously and deliberately.